本研究從心理層面探討高等教育學生在行動社群網絡LINE輔助的學習環境中，用心程度透過自我決定對學習成效的影響，以用心理論(mindfulness)、自我決定(self-determination)的三個心理需求構面自主(autonomy)、能力(competence)、關聯(relatedness)進行探討。 此外，本研究更進一步的比較行動社群網絡輔助學習與一般傳統式學習之間的差異，藉以了解行動社群網絡在學生學習過程中的效果。 本研究之對象為國立交通大學所開設的管理學課程之學生，採用實驗設計之「靜態組比較設計」，輔以行動社群網絡(LINE)與行動學習平台(iNCTU)學習為實驗組，而一般傳統式學習則為控制組。 研究回收219份有效樣本，透過SPSS 20與AMOS 20進行個人資料與信效度分析，並利用路徑分析(Path Analysis)與多群組分析(Multiple-Group Analysis)探討本研究之路徑因果關係及兩組間的路徑差異，研究結果說明如下： (一) 控制組之用心程度只會正向影響能力；實驗組之用心程度會正向影響自主、能力、關聯。 (二) 兩組之自主及能力皆會正向影響學習滿意度及學習投入程度。 (三) 兩組之關聯皆不會影響學習滿意度及學習投入程度。 (四) 控制組之學習滿意度不會影響學習成績；實驗組學習滿意度會反向影響學習成績。 (五) 兩組之學習投入程度皆會正向影響學習成績。 (六) 用心程度→自主、用心程度→關聯、自主→學習投入程度、學習滿意度→學習成績此四條路徑有顯著差異。 本研究之研究貢獻，說明如下： (一) 了解學生是否能夠用心在使用行動社群網絡進行學習。 (二) 了解學生的自我決定透過行動社群網絡輔助學習會對其學習成效產生何種效果。 (三) 了解用心透過自我決定影響行動社群網絡輔助學習的學習成效。 (四) 深入探討行動社群網絡LINE之應用。;This research explored mobile social network among students with higher education from a psychological perspective, focusing on whether mindfulness and self-determination impacted on learning through LINE. The factors were composed of mindfulness, autonomy, competence, and relatedness. To get a better understanding of the effects in the process, this research further compared the differences between mobile learning throughout social networks and traditional learning. The subjects were 219 students who took a course in management from National Chiao Tung University. Static group comparison design was adopted. There are a control group (traditional learning) and an experimental group (mobile social network application LINE and m-learning system iNCTU). The Path Analysis was conducted to analyze the data and investigate the causalities among all parameters constructed in the research. In addition the Multiple-group analysis was conducted to explore the difference of the two groups. The results were as follows: i. Mindfulness had a positive effect on competence in the control group; mindfulness had a positive effect on autonomy, competence and relatedness in the experimental group. ii. Autonomy and competence had positive effects on student satisfaction and student engagement in the two groups. iii. Relatedness didn’t affect student satisfaction and student engagement in the two groups. iv. Student satisfaction didn’t affect learning achievement in the control group; student satisfaction had a negative effect on learning achievement in the experimental group. v. Student engagement had a positive effect on learning achievement in the two groups. vi. The path of mindfulness→autonomy, mindfulness→relatedness, autonomy→student engagement, student satisfaction→learning achievement. The four paths had significantly differences in two groups. The contributions of the study are as follows: i. The study helps understand whether students in mobile social networking learning environments can learn with mindfulness. ii. Student’s self-determination influences learning via mobile social networking learning. How does it affect learning? iii. Students’ mindfulness influences learning outcomes via self-determination in mobile social networking learning environments. iv. The study explores applications of LINE.
